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amyers@greeleyschools.org

Chappelow K-8 Arts Magnet School

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jukenrasmussen@gmail.com

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amber.duchateau@gmail.com

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“Slowing down is sometimes the best way to speed up.” 

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“Slowing down is sometimes the best way to speed up.” 

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9 Week Plan: Grade, Dates, Skills, Lesson...I do these quickly as I find it is like a ,"brain dump" where I have too many ideas! Then I scale back and S...L...O...W...D...O...W...N

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9 Week Plan: Grade, Dates, Skills, Lesson...I do these quickly as I find it is like a ,"brain dump" where I have too many ideas! Then I scale back and S...L...O...W...D...O...W...N

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Roni: Remember Jessi's suggestion to clump grades? I tend to do the same lesson prek-2 , 3-5 ,6-8! You can change it up but it sure makes planning and schlepping materials easier. PS We are choice based teachers and should not be schlepping materials! Our students should know where to find things and return them.

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Drawing Center: Label or use photos of the object so that students can visually see where to get and put away items/baskets of supplies etc.

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Drawing Center: Label or use photos of the object so that students can visually see where to get and put away items/baskets of supplies etc.

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Buffet Style : Materials can be easily transported to work tables . Use buckets or trays to carry items to tables. Buffet is when all items are on the table BEFORE students begin. Clean up takes place quickly and materials are put away properly, due to your directions and organization.

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Buffet Style : Materials can be easily transported to work tables . Use buckets or trays to carry items to tables. Buffet is when all items are on the table BEFORE students begin. Clean up takes place quickly and materials are put away properly, due to your directions and organization.

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The cup I love because it's BIG and so I can have two BIG cups of coffee. It's actually blue. 

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The cup I love because it's BIG and so I can have two BIG cups of coffee. It's actually blue. 

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Teach off the walls! If you don't use the vocabulary, your students won't use it either.

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Teach off the walls! If you don't use the vocabulary, your students won't use it either.

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My favorite mug is my Savannah College of Art and Design mug.

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My favorite mug is my Savannah College of Art and Design mug.

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Amber DuChateau

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Coffee break (it's 10am in Lynden, WA) thoughts: I'm having so much fun! Thank you EVERYONE! I just wanted to share that the concept of the slow start is really hard for me to implement because I just want to GO! But... I think that some of the difficulty that students and I experience around the middle of the year (or end of semester for 7-8) is because of the lack of a great foundation. School only ended a week ago and I'm getting excited about next year ❤️

Geri Ayrault 11:26 AM

Same… I can see that the kids have had so little choice, I want to let them do it all right away! But I know I will regret it if I do… but I WANT TO!

Grace Yann 11:30 AM

It was really hard for me with pacing going from a homeroom/grade level teacher to art just seeing kids once a week.

Alison Myers 11:44 AM

is this graphic on the padlet?

You 11:47 AM

which one Alison?

Alison Myers 11:47 AM

continuum of choice

Jamie Chapman 11:48 AM

I always tell my students that I am their facilitator - I am there to help them grow into their abilities as an artist, and for them to make art about what is important to them.

Roni Rohr 11:48 AM

jot down things

jhackett 11:49 AM

What about the stuck kids that become copy cats of a students creating? Esp if that students hates being copied

You 11:49 AM

we can add the choice continuum to the padlet

jhackett left

Julie Uken-Rasmussen 11:51 AM

how large are the watercolors?

Alison Myers 11:53 AM

12 x 18

jhackett joined as a guest

Julie Uken-Rasmussen 11:55 AM

what grade is this?

You 11:58 AM

5th grade was my watercolors

Jamie Chapman 12:06 PM

The Mini lesson is the hardest thing for me to keep to a total minimum amount of time!!!

You 12:07 PM

yes it is. I always write down what is most important that I need to tell them and try to keep to that

around the room activities are from Cynthia guab BTW I think they are on TPT

Alison Myers 12:10 PM

some may not be familiar with "Around the Room"

Elizabeth Powis Fulks she/her 12:13 PM

There's a lot of free stuff on Cynthia Gaub's website. I added on to Padlet.

You 12:14 PM

thanks

Julie Uken-Rasmussen 12:21 PM

together

Elizabeth Powis Fulks she/her 12:22 PM

agree with Alison

You 12:22 PM

https://docs.google.com/spreadsheets/d/1aOoktU6g24pk9z-GrqgbgrX-04cpQq0oEVi2QZXfoo8/copy

Elizabeth Powis Fulks she/her 12:24 PM

Jessi, the link works now!

You 12:25 PM

ok thanks

Elizabeth Powis Fulks she/her 12:26 PM

That sounds perfect!

Elizabeth Powis Fulks she/her 12:34 PM

This example is based on how many times per week you see the class?

Elizabeth Powis Fulks she/her 12:34 PM

ok thanks

Roni Rohr 12:36 PM

I didn't get to fiber!

Julie Uken-Rasmussen 12:45 PM

Can you also talk about what comes next in the following quarter?

jhackett 12:49 PM

Even when you have many of the same kids year to year, do you start every year like its all brand new?

Julie Uken-Rasmussen 12:51 PM

HOw do you approach deadline for the theme project?

jhackett 12:57 PM

Will you please touch on "around the room?"

Julie Uken-Rasmussen 12:57 PM

Aroud the room is a different little skill or activity to try at different tables around the room.

Kids move to each or 3 of 5. or

Jamie Chapman 12:58 PM

We promote self-assessed grades. My students do a digital art portfolio for their final summative

jhackett 12:58 PM

What about samples? do you display examples?

Roni Rohr 12:58 PM

Exactly

Julie Uken-Rasmussen 12:58 PM

Divide your paper into quarters. Try a technique in each section.

Jamie Chapman 12:58 PM

Thank you ladies! Loved it!

Julie Uken-Rasmussen 1:00 PM

for older kids you can add a technique/skill--changing value with pressure, crosshatching, etc.

Julie Uken-Rasmussen 1:07 PM

growth

Amber DuChateau (she/her) 1:07 PM

heart

Elizabeth Powis Fulks she/her 1:07 PM

reflection

Alison Myers 1:07 PM

Love

Geri Ayrault 1:07 PM

Kindness

Grace Yann 1:07 PM

Patience

jhackett 1:07 PM

passion

Jamie Chapman 1:07 PM

earnest

Roni Rohr 1:07 PM

Grateful

You 1:08 PM

connection

Roni Rohr 1:08 PM

connection

Julie Uken-Rasmussen 1:09 PM

I know I'm asking again... Could you share the photos of your "word/vocab/design teaching wall" into the padlet?

Roni Rohr 1:10 PM

Yes, I will add

Geri Ayrault 1:10 PM

Thanks so much!

Grace Yann 1:10 PM

Thank you for doing this! So thankful!

jhackett 1:10 PM

Thank you so so much!

Alison Myers 1:11 PM

Thanks so much for this!

You 1:12 PM

https://docs.google.com/forms/d/e/1FAIpQLSdvSCRl2-RXGfM8yWuMw22Itsbas42fkYFGClaZm0ksNR0WtA/viewform?usp=sf_link

Grace Yann 1:13 PM

Would it be after school hours by chance?

Jamie Chapman 1:13 PM

I'd like to do the one-hour, and with middle school.

Elizabeth Powis Fulks she/her 1:13 PM

I start Aug 8

Julie Uken-Rasmussen 1:15 PM

I would love to take you up on the 30 minute consult if I can't make it to the 1hour group. Our vacation plans are in flux at the moment.

Geri Ayrault 1:15 PM

Same

Alison Myers 1:15 PM

yep

jhackett 1:16 PM

How do I access the padlet later?

You 1:17 PM

I'll send a follow up email with padlet link, quick survey, and about how we will follow up

Elizabeth Powis Fulks she/her 1:17 PM

Thank you!

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Julie Uken-Rasmussen 1:18 PM

Thank you all!! Thank you jessi and roni!

Alison Myers left

Grace Yann 1:18 PM

Thank you!

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You 9:07 AM

https://padlet.com/redesigningarted/kindness-and-creativity-101-6nipuruxeo1yav3m

Elizabeth Powis Fulks she/her 9:09 AM

Same: Cheyenne, Arapahoe, Ute

Jamie Chapman 9:10 AM

Eastern Shoshone and Arapahoe, for Southern Central Wyoming

You 9:17 AM

congratulations!

I saw your new adventure- congratulations Elizabeth.

Jamie Chapman 9:22 AM

Elizabeth - my Rawlins Middle School just was awarded Model PLC status, so I would love to connect with you as you go through that process. :-)

Elizabeth Powis Fulks she/her 9:22 AM

Yes please, Jamie!

You 9:29 AM

https://brenebrown.com/resources/dare-to-lead-list-of-values/

Alison Myers 9:30 AM

resiliency

You 9:31 AM

such a good one alison

Elizabeth Powis Fulks she/her 9:31 AM

connection

Jamie Chapman 9:31 AM

respect

Julie Uken-Rasmussen 9:32 AM

growth, stewardship

Amber DuChateau (she/her) 9:35 AM

Love those norms!

Roni Rohr 9:37 AM

fill your coffee cup with notes! ask questions if you like at any time

Alison Myers 9:39 AM

I have never seen that!

Julie Uken-Rasmussen 9:39 AM

Love this!! What an amazing resource!

Alison Myers 9:39 AM

Looks very useful!

Elizabeth Powis Fulks she/her 9:46 AM

Would you rather (link for TpT for art questions) https://www.teacherspayteachers.com/Product/Would-You-Rather-Questions-for-Art-Get-to-Know-Students-Ice-Breaker-8216877?st=56a849c2d1d63f8f19a1e98891dd9300

Jamie Chapman 9:47 AM

As a district, we are now using PK-12 an SEL program called Character Strong. It's pretty comprehensive, and has a "brain gym" where we can easily get into it and do hundreds of different icebreakers

Julie Uken-Rasmussen 9:50 AM

Do I have to log in to padlet to access the class padlet?

Amber DuChateau (she/her) 9:50 AM

https://www.creativeyouthideas.com/resources/icebreakers/connected/ Here’s one more

You 9:52 AM

Im checking on the padlet thanks julie

Jamie Chapman 9:54 AM

being outside

Elizabeth Powis Fulks she/her 9:54 AM

love: animals, color, family, art supplies, seasons

Roni Rohr 9:54 AM

Hiling. sharpies, coffee

Alison Myers 9:54 AM

sharks, butterflies, my family

Julie Uken-Rasmussen 9:54 AM

strawberries, ideas, my kids, totebags, growing things

Alison Myers 9:54 AM

Its hard to think of things I hate

Amber DuChateau (she/her) 9:55 AM

Love: art/office supplies, being active, my family, ice cream, and being cozy.

Elizabeth Powis Fulks she/her 9:55 AM

ooooohhhh: being cozy! good one!

Messages addressed to "Meeting Group Chat" will also appear in the meeting group chat in Team Chat

You 10:11 AM

I think the padlet is fixed now

Sorry about that- refresh it and it should work

Elizabeth Powis Fulks she/her 10:16 AM

feeling playful

Amber DuChateau (she/her) 10:21 AM

Roni can you share that list of questions?

Julie Uken-Rasmussen 10:33 AM

Roni, jessi--will we have access to this slide deck after the class so we can refer back to the photos?

Julie Uken-Rasmussen 10:34 AM

It's the photos of different areas that is so inspiring--particularly signage. Can you put photos in the padlet?

Roni Rohr 10:35 AM

*we will share out some photos, yes! We hope you too will post your rooms later on!

Elizabeth Powis Fulks she/her 10:42 AM

Does anyone have a survey/questionnaire they've used with kids at the beginning of year? (ie. favorite art supply, least favorite, what do you want to learn this year, etc.)

You 10:42 AM

I have a middle school one somewhere ill look

Jamie Chapman 10:44 AM

ooh - I'd like to see a survey like that.

Julie Uken-Rasmussen 10:48 AM

I would love you to add how you do the huge brainstorm day with your kids.

Amber DuChateau (she/her) 10:48 AM

I added one in the Padlet too that I tried last year from the Art of Ed. Its a print out 🙂

Julie Uken-Rasmussen 10:48 AM

Roni, Padlet? How to do the huge brainstorm.

Geri Ayrault 10:50 AM

Also for kids who never have had choice… they don’t know the choices… the possibilities.

You 10:55 AM

oh a fun marker or pen to write with help

will*

Roni Rohr 10:56 AM

Black or metallic pens

You 10:59 AM

accountability

Geri Ayrault 11:22 AM

How do I share my coffee cup on the Padlet?

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Lots of useful links and resources for doing these activities.

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Since 2014... Opening the Drawing Center usually starts with the "Draw Around the Room" Game.

I set out different drawing materials at each of my big art tables. Each table has materials and laminated technique/vocab cards and some examples of art in that medium. I have 6 tables so we explore chalk pastels, oil pastels, drawing pencils, colored pencils, crayons and markers. Students get about 10 minutes at each table to explore the medium and copy down vocab words.Â Â After this activity they have a better idea of which mediums they like to use. We close with a discussion about which mediums are better for which type of artwork.

Since my periods are about 47 minutes, this activity usually takes 2 days. But due to absences, we usually have a few that need to finish on a third day. Since I do this at the very beginning of the semester, the next assignment is a pre-assessment where students draw the "Best thing I can draw~ right now." They can choose which drawing media or combination that they want to use for this project. I give them 2 class periods to work on this assignment. Together these 2 projects introduce the main art medias available of the drawing center while also allowing me to get to know the student's abilities and affinities.
Changes Over the YearsÂ
2020-2021 Sadly no around the room games during Covid times... I look forward to ramping these up again once the sharing materials restrictions are lifted.
2017 Updates
As I noticed that kids were not taking full advantage of the Resources in the drawing center, I added those to the tables too. I tried to match the type of resource with the type of material. So texture plates were with crayons, still life objects with drawing pencils, colored calendar pages with pastels, etc. This change has helped kids become more aware of not just the mark making media but also the other resources available.
2016 Updates

I updated my vocab cards for the tables this year to match my word wall format. The card is now 1/2 a page, landscape style with the picture and definition on the same side. In previous versions, they were 1/4 page flash card style.

I also put the main part of the definition in RED to help kids know what was the important part of the definition. Our school is very into DOING and illustrating vocabulary, not just copying and memorizing text. So the goal is for the kids to demonstrate the word with the material.

In an attempt to keepÂ the word cardsÂ with the right materials, I color coded them before laminating them. I made 3 copies of each wordÂ forÂ each table. There are 2 sets of words for each table, a required word (one that is a good technique that goes with that art media) and a bonus word (one that is a art style or concept.)

The Good: Once again this is a great activity for doing a quick introduction of many drawing materials in a short time. If you really wanted to shorten it, you could skip the writing of the vocab words and just allow students to draw/create/experiment in the boxes. Many of my students are repeats, but I still have them do these center intro activities. If they remember the activity,Â ask them to try new things with the materials. None of the complainedÂ about doing it again, most all of them went further with their skills but finished faster than the new kids.

The Bad: Some how I ended up with 2 versions of the worksheet going around... one from last year and a new version. So the chalk and oil pastels had blending and layering vocab flipped. It just made for some confusion with where the word cards were located, but it worked out in the end. Don't forget to put some paper towels or even wipes out at the pastel tables! I also have "Coloring Mats" (laminated colored paper 11×17 size) at each table. This is helpful for when they are writing definitions on side 2, with oil pastels already colored on side 1. Without the coloring mats you will end up with oil pastel definitions written all over your tables. My 8th grade classes finished in one day, but my 6th grade classes need two days. So the 8th graders had a free art Friday.

Printer Problems... I don't know about your copy machine, but mine does not like card stock! I do all of these game sheet on card stock, because it holds up best to the double sided drawing, rubbing, and blending that happens. Plus markers bleed through if you are using standard copy paper. But trying to do double sided on card stock is not something these machines like to do. I ended up using the special side feeder tray and only printing one side at a time.

Next Time: I think I will come up with some new "Bonus" words for the tables for kids that have done this a few times. Or possibly a bonus "Mixed Media" page.

How do you introduce new art mediums to students?

Do you require kids to try out something during or after your demos?

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Since 2014... Opening the Drawing Center usually starts with the "Draw Around the Room" Game. I set out different drawing materials at each of my big art tables. Each table has materials and laminated technique/vocab cards and some examples of art in that medium.

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Salamander Yoga - Now with Tiny Flying Alligators! | 5-minute Yoga Break | Scratch Garden

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Social Justice Brainstorm Student Driven.PNG

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You can try using this to learn more about the types of things students would like to learn. This is from the Art of Ed site.

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Fun resource for working with original ideas. I notice they are "sold out" - so making your own/ students making their own wheels for ideation.

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A challenging & fun art activity to brainstorm and expand artistic creativity. Great Kids Art Activities to engage and expand imagination. Art Teacher Resource. Homeschooling Art Resource. Art for kids!

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Write with sharpie ,"get to know you questions "and take turns throwing the ball back and forth. Refer back to NORMS so students are listening to one another.

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Get to know your elementary art students with this fun art game that is similar to the game " This or That." Use on the first day of art as an art icebreaker, as a brain break, at the end of class as a class reward, or to get to know your class better before designing their curriculum.

Other uses:

Class polls - looking at data

Discussion questions

Building community

Communicating thoughts and ideas

Point of view activity

Critical thinking activity

There are so many options included for using this resource!

Use the Easel version (a TpT tool), and it will keep track of the data!

Use the random selection tool (3-minute mp4 video) to make random question choices for a fun class activity.

Use the Google Slides presentation to select just the questions you want to use or change the order.

The printed version is an easy, low-tech option for students to answer all the questions.

The PDF version is easy to use on a computer or other device.

What you Get:

Teacher Instructions (3 pages)

Google Slides (63 pages)

Easel Activity (60 pages)

PDF Presentation (63 pages)

Random Selection Tool (3-minute MP4 video)

Printable Page (3 pages - 60 questions)

>>>>> A total of 60 questions in 5 different formats!
⭐️ DOWNLOAD THE PREVIEW FILE TO SEE THIS RESOURCE IN DETAIL ⭐️

⭐️ Watch the video to see the Random Selection Tool in action! ⭐️
Using the Questions
I've divided the questions into 3 groups of 20 for a total of 60 questions. The random selection tool will pick a question from all 60. The Easel, Google Slide, print, and PDF versions have the questions divided into 3 groups of 20 so that you can use them for different purposes. Here is the way I divided the questions and how you might use them, along with a few sample questions:
Would you Rather - Interest Survey:
Use the interest survey at the beginning of the year to help plan your lessons around topics or media in which each class shows a strong interest.

1. Draw from your imagination or something you see?

2. Paint or use clay?

3. Design a car or cupcake?

Be sure to record the results either with the Easel tool or on paper so you can refer to them later. Mark which answers are strongly favored by the class and take advantage of this to design a lesson that is sure to be a hit!
Would you Rather - Discussion Questions:
Use these questions to spark conversations with your class. This might be a fun way to get back into school mode after a holiday or break.

1. Be an artist or an art collector?

2. Travel back in time or travel forward in time?

3. Go to a musical or art museum?

Would you Rather - Alternative Techniques:
These questions ask students to choose between different alternative art techniques. Use this survey before looking at an artist that uses alternative art techniques or before trying some of these techniques. This would be fun to do towards the end of the year to keep students engaged.

1. Paint with cool-aid or coffee?

2. Paint with your fingers or toes?

3. Use only red or blue?

Play a Class Game!
Instead of raising their hands, have students get moving! They can move to different sides of the room to indicate their answers or stand up and sit down to show their choice.

Having technical difficulties?

Please visit the FAQs section, submit a help ticket, or ask a question using the Q& A tab before leaving feedback.
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Would You Rather Questions for Art * Get to Know Students * Ice Breaker

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Get to know your elementary art students with this fun art game that is similar to the game "This or That." Use on the first day of art as an art icebreaker, as a brain break, at the end of class as a class reward, or to get to know your class better before designing their curriculum.

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At the beginning of every new semester, I (Jessi) have my middle school students fill out a notecard about themselves. It is a simple questionnaire with some basic and quirky tidbits, and serves as an icebreaker of sorts. Little did I anticipate the tremendous impact this simple activity would have in my classroom. I do tell my students that I share this information with the class before they fill out their cards but they are so eager for me to share their cards once they learn how the game works. (It is like Guess-Who.)
​
Effective facilitation requires building a team that is positive and connected. When educators are developing a student-driven environment, it is vital that they facilitate team building just as a sports team coach builds and drives camaraderie. The notecard activity serves as a catalyst for student interaction and fosters genuine connections among peers. It becomes a foundation for building kindness by teaching students to have empathy and mindfulness.

Notecards completed by middle school students.

Designing Questions
When crafting questions for students, start with the fundamentals such as birthdays and preferences. To spice things up, consider incorporating "would you rather" questions. Really there is no rule to designing the questions!
Sample Questions:

How to Play Prizes or Not

Favorite Music Genre, Artist, or Band?

Go-to Movie Genre?

Ultimate Snack Choice?

Favorite School Subject?

Preferred Season of the Year?

Utilize any downtime or early clean-up moments in class to engage students with this game. Simply select a notecard and read out the answers without revealing the respondent's identity. Encourage students to raise their hand to guess who provided the response. Once a card is read, mark it, and move on to the next one. This game serves as a motivating incentive for prompt clean-ups.

Prizes for this game are optional. Students are rather happy to play and participate without any prizes!
What's next?
Once all cards have been read, create a new series of questions for students to answer. The depth and complexity of questions increases for this round two!

Sample Questions:

If you could have any job in the future, what would it be?

If you had unlimited money to start a business, what would it be?

What is something people may not know about you?

What's your favorite quality about yourself?

What three words would you use to describe yourself?

[re]Think how to build your community

[re]Think building your community! Get the free notecard printable to the left! Keep a stack in your space for new students that join the class

In the world of education, finding unique and effective ways to engage students can be a challenge. Traditional teaching methods often need more room for creativity and self-expression. However, TASK parties, a concept introduced by artist *If you are new to TASK parties, watch the Oliver Herring , offer a refreshing and dynamic approach to classroom engagement. In this blog post, we will explore what TASK parties are and discuss why implementing them in the creative space can benefit students and educators.
YouTube video below . I also share this video with students after the first time they complete a TASK party.

What is a TASK party? A TASK party is a collaborative and participatory art event where individuals come together to complete a series of creative tasks. Participants are encouraged to step out of their comfort zones, engage in spontaneous play, and explore their own unique creative potential. It is an inclusive and interactive experience that fosters connection, collaboration, and self-expression.
Why begin with a TASK party? Starting the classroom experience with a TASK party sets the tone for a fun and engaging learning environment right from the beginning. It helps break the ice and creates a sense of community among students. By actively participating in creative tasks, students become more comfortable expressing themselves, fostering a positive and inclusive classroom culture.

Encourages Play: TASK parties push students out of their comfort zones by encouraging them to engage in activities that they may not typically pursue. This fosters a growth mindset and nurtures their confidence in taking risks. Moreover, the playful nature of TASK parties creates a safe and enjoyable space for students to explore their imagination, experiment with new ideas, and develop their creative problem-solving skills.

Introductions: TASK parties provide an ideal opportunity for students to introduce themselves and get to know their peers. Through various tasks, students learn about each other's skills, interests, and character. This process fosters a sense of belonging, empathy, and understanding within the classroom community.

Risk-Taking: One of the fundamental aspects of TASK parties is the absence of right or wrong answers. Students are encouraged to take risks, think outside the box, and explore multiple solutions to a given task. This approach promotes critical thinking, adaptability, and the development of individual perspectives.

Observation: TASK Parties are a wonderful opportunity to collect data. Teachers can scan the room to observe students' interaction and skill levels. TASK parties are unique in the sense that teachers can assess student traits like perseverance, collaboration, and risk-taking through observation. The teacher may also take notes on how students use materials and techniques. ​

How to get started?
To introduce TASK parties into the classroom, it is essential to set up a structured framework. This includes writing appropriate TASK prompts that align with the students' developmental level, launching the activity with clear expectations, and above all, ensuring that it is a fun and enjoyable experience for everyone involved. There is often a common misconception about wasted materials and mess. Remember that the teacher can control what materials are being used. The best materials are newsprint and recycled paper, cardboard, tape, glue, crayons, pencil, sharpie, scissors, and blocks. It can be helpful to add in a TASK to clean up the scissors or stack all the papers to help keep the room from getting too messy!

Utilizing TASK Parties with a Blended Approach
Incorporating TASK parties into the curriculum provides an innovative and blended approach to learning. By integrating art and creativity, these parties offer a refreshing alternative to traditional teaching methods, fostering student engagement and enthusiasm. Below are different ideas on how to incorporate a TASK party:

First Day Activity: TASK parties can be particularly beneficial during the first few days of school. They help establish a positive classroom culture, enable students to connect with their peers, and set the stage for a year of active learning and collaboration.

Tic-Tac-Toe : Teachers can use the concept of a Tic-Tac-Toe board, where students can choose from a variety of TASK prompts. This approach allows for flexibility and personalization, ensuring that students have the freedom to select tasks that align with their interests and abilities. The teacher also has the capability to tailor the Tic-Tac-Toe to get any tedious classroom management items completed like having students join a virtual classroom or finding the location of items within the classroom. Students will be having fun while completing necessary classroom duties!

STEAM Integration: TASK parties lend themselves well to the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) subjects. By combining creativity with problem-solving skills, students can approach tasks from a multidisciplinary perspective, enhancing their understanding of various subjects. Teachers can develop and write TASK that are specific to their content and students learning.

TASK parties can also be tailored for young children. Instead of relying on lengthy, intricate written tasks, we can employ the use of pictures depicting various objects for the students to draw. By allowing the students to select an object from the TASK bucket, we grant them the freedom to interpret it in their own unique way. To introduce this concept to my younger students, I have incorporated the book Primary Children:
"Idea Jar" by Adam Lehrhaupt, replacing the traditional TASK party with an exciting "idea jar" activity. ​

Make a tradition: Implementing TASK parties on a regular basis can transform them into a cherished classroom tradition. Students will come to anticipate these events, fostering a sense of excitement and engagement throughout the academic year.
*I have kept the same TASK bucket for five years. I have students add new TASK to the bucket and add their names. I tell them they will get to use the same TASK for years to come. I always have a TASK that is "Make a sign that says TASK" and take a picture of that student with the sign to commemorate the year.

Community Event: TASK parties can extend beyond the classroom, becoming community events where students, parents, and educators come together. These events provide an opportunity to celebrate student creativity, strengthen community bonds, and showcase the value of arts in education.
*I recommend doing TASK parties with your classes before hosting a community event. Train students to teach others how to participate much like Oliver did in his video.

Integrating TASK parties into the classroom offers a transformative and engaging approach to education. By prioritizing creativity, collaboration, and self-expression, these parties not only foster a positive classroom culture but also develop essential skills for students' future success. So, why not embark on this innovative journey and make learning a joyful and enriching experience for all? Let the fun begin!

Get your free Primary TASK cards!

This document is a Google Slides Copy. Click "Make a Copy" when prompted to add a copy to your Google Drive. You can [re] design it to fit your needs.

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At the beginning of every new semester, I (Jessi) have my middle school students fill out a notecard about themselves. It is a simple questionnaire with some basic and quirky tidbits, and serves as...

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Names tags that double as a pencil holder-

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Names tags that double as a pencil holder-

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Block Party

Tantamounter

TASK PARTY

Design Thinking Project

Collaborative Table Work

Murals

Collaborative Cups

Ball Play

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Living into our values means that we do more than profess our values, we practice them. We walk our talk-we are clear about what we believe and hold important, and we take care that our intentions, words, thoughts, and behaviors align with those beliefs.

This is the list of values that we use in our work. There is also an opportunity for you to write in values that we may not have included. The task is to pick the two that you hold most important. I know this is tough, because almost everyone we've done this work with (including me) wants to pick somewhere between ten and fifteen. I can soften the blow by suggesting that you start by circling those fifteen. But you can't stop until you're down to two core values.

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The daring leaders we've interviewed are never empty-handed in the arena. In addition to rumble skills and tools, they always carry with them clarity of values.

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Students of all ages can learn to think like artists! Studio Thinking: The Real Benefits of Visual Arts Education changed the conversation about quality arts education. Now, a decade later, this new publication shows how the eight Studio Habits of Mind and four Studio Structures can be used successfully with younger students in a range of socioeconomic contexts and school environments.

Book Features:

Habit-by-habit definitions, classroom examples, and related visual artist exemplars emphasizing contemporary artists.

Full color mini-posters teachers can hang in their classrooms to illustrate each of the eight Studio Habits of Mind.

Sample templates for students to use as they plan, reflect upon, and talk about works of art.

Innovative approaches to assessment and strategies for implementation.

Photos throughout the book of Studio Thinking signage and activities, students making art, and student artworks.

Suggestions for using Studio Thinking for arts education advocacy.

COMPANION VOLUME―

Studio Thinking 2: The Real Benefits of Visual Arts Education, Second Edition

Lois Hetland, Ellen Winner, Shirley Veenema, and Kimberly M. Sheridan

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Studio Thinking from the Start: The K-8 Art Educator's Handbook

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Amazon.com: Studio Thinking from the Start: The K-8 Art Educator's Handbook: 9780807759158: Hogan, Jillian, Hetland, Lois, Jaquith, Diane B., Winner, Ellen, Nelson, David P.: Books

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We believe the arts are vitally important for educating students to be good thinkers. More than 10 years ago, the authors of Studio Thinking: The Real Benefits of Visual Art Education (2007) set out to systematically investigate what it is that visual arts teachers in arts-based high schools teach in their classes, and how these classes are organized.

From there, the Studio Thinking framework was born and is now used in classrooms at all grade levels, all over the globe. In Studio Thinking 2: The Real Benefits of Visual Art Education (2013), the framework and its descriptions were expanded. To showcase how the framework has been adapted by teachers at the elementary and middle school levels, Studio Thinking from the Start: The K-8 Art Educator's Handbook (2018) was written.

The framework shines a light on those broad thinking dispositions, or habits of mind, that visual arts teachers teach in their classes. These eight Studio Habits of Mind, which emerged from the original research study, include the following. Note that Studio Habits constantly interact with one another, and we make no claims that any are more important than another. Therefore, we list them alphabetically:

The second part of the framework, the Studio Structures, describe the organization and interaction of relationships, space, and activities in art class. Some of the structures have been renamed for use at the elementary and middle school level. ​

Click here for printable signs about the Studio Habits of Mind

Studio Habits Definitions

Studio Structures Definitions

​Work on Studio Thinking has been generously funded by J. Paul Getty Trust and The Bauman Family Foundation.

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Cardboard reference poster in Julie Toole's classroom; Wilmette, IL

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Learning is structured around CASEL's Guide to Schoolwide SEL. Throughout the course, participants take action to assess their strengths and areas for growth, develop a shared vision and measurable SEL goals, define action steps, and explore tools they can use with their community.

What To Expect
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12-15 hours total time for learning and planning

Practical strategies for integrating SEL systems-wide

Guided action planning and support from the CASEL team

Resources to facilitate inclusive community discussion about SEL

Tools and activities to support staff learning at any experience level

Ways to bring this course to your district or region
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Virtual Professional Learning

Live virtual series: An open enrollment, four-session series facilitated by CASEL with breakout discussions and personalized attention from presenters via online discussion boards.

On-demand course: Available any time, experience the same learning broken up into bite-sized videos, activities, and readings. Participants can move through chapters at their own pace, share ideas and ask questions of the CASEL team and other participants on discussion boards, and attend monthly drop-in conversations.

Cost: $250 per individual or $200 per person for teams of four or more. Register now.

Customized learning series

For larger groups (50+)

CASEL offers customized versions of our Leading Schoolwide SEL course designed specifically for your district or organization. In-person, virtual, on-demand, or a combination of modalities can be customized to suit your professional learning approach and your participants' prior knowledge, SEL implementation experience, and key priorities.

Cost variable
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Leading Schoolwide Social and Emotional Learning - CASEL

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CASEL's in-depth, multi-session course for SEL teams that are ready to lead SEL strategic planning and implementation in a school setting.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Discover how to seamlessly blend the powerful practices of Responsive Classroom into your daily teaching. In this easy-to-navigate book for grades K-6, you'll find practical advice, tips, charts, planners, examples, and more from experienced special area teachers who use Responsive Classroom practices every day. They'll show you how to:

Open and close each period in calm, orderly ways

Set students up for success with skills, rules, and routines

Use positive teacher language to help students meet expectations and develop confidence

Engage students more deeply in your special area content

Reduce off-task behavior so students spend more time learning

Let your teaching sparkle and your students shine!

Quantity discount
5+ copies: $21.60 each
Copyright ©2016 Center for Responsive Schools, Inc

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Responsive Classroom for Music, Art, PE, and Other Special Areas | Responsive Classroom

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Discover how to seamlessly blend the powerful practices of Responsive Classroom into your daily teaching. In this easy-to-navigate book for grades K-6, you'll find practical advice, tips, charts, planners, examples, and more from experienced special area teachers who use Responsive Classroom practices every day.

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Embrace the Shake | Phil Hansen | TED Talks

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Dr. John Spencer

Hi, I'm John Spencer. I'm a former middle school teacher and current college professor on a quest to transform schools into bastions of creativity and wonder. I want to see teachers unleash the creative potential in all of their students so that kids can be makers, designers, artists, and engineers. I explore research, interview educators, deconstruct systems, and study real-world examples of design thinking in action. I share what I'm learning in books, blog posts, journal articles, free resources, animated videos, and podcasts.

Join Me!

If you want to connect, here are a few places to start:
Subscribe to my newsletter Subscribe to my podcast Subscribe to my YouTube Channel
Follow me on Facebook, Instagram, and Twitter

My Story

I have a crazy belief that all people are naturally creative. Too many people have believed the lie that there are certain "creative types" who are the exception to the rule. But we are all creative. Every one of us. And we can tap into this natural creativity when we embrace a maker mindset.

Every day, I ask my kids, "What did you make in school today?" Too often, they can't give me an answer. But on the days that they do, their eyes light up and they passionately describe their projects. It's in those moments that I am reminded that making is magic and that teachers are the ones making this magic happen.

In my second year of teaching, we used design thinking for our student-centered documentary project. Everything changed. I spent the next decade on a journey to empower my students to become creative thinkers and problem-solvers. This meant mural projects, service learning projects, STEM camps, and coding projects. But it also meant mistakes. Tons of them. It meant lessons that tanked and projects that failed. But each failure was another iteration on the road to innovation.

Along the way, I helped develop the student-friendly LAUNCH Cycle, a design thinking framework for K-12 students.

Over the last few years, I've been lucky enough to work with some amazing people, schools, organizations, and conferences. I had the chance to speak at the White House and share my vision of the future of learning - one that empowers students to be creative thinkers. If you are interested in having me present, fill out the form below or email me at [email protected] .

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Hi, I'm John Spencer. I'm a former middle school teacher and current college professor on a quest to transform schools into bastions of creativity and wonder. I want to see teachers unleash the creative potential in all of their students so that kids can be makers, designers, artists, and engineers.

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Learning That Engages, Empowers, and Works In Any Environment

As we move into an era of learning that will continue to happen in a variety of environments, Adaptable provides a framework to create a curriculum that works in our ever-changing world and learning experiences that engage and empower our students regardless of where they are learning.

Packed with practical strategies, the WSJ and USA Today Bestselling book Adaptable will connect the research and theory to the everyday practices we can use as teachers, coaches, and leaders working in education.

You can also check out my other books below!

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As we move into an era of learning that will continue to happen in a variety of environments, Adaptable provides a framework to create a curriculum that works in our ever-changing world and learning experiences that engage and empower our students regardless of where they are learning.

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Visual Thinking Strategies (VTS): Critical Thinking and Inclusive Discussion

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VTS is an education nonprofit providing schools and museums with curriculum, professional development, and training in critical thinking skills.

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Artist

Artist Teacher

Play & Art Innovator

Bio

Dr. Székely is a frequently invited guest speaker at national/state/province-level art education meetings in the United States and Canada. A prolific painter, he has had twenty-six one-person shows in New York and throughout the United States and Europe. His work has been reviewed in Art News, Arts, The New Yorker, The Staten Island Advance, and The Eastside Weekly. A graduate of the High School of Music and Art in New York City, The Cooper Union, Pratt Institute, and Columbia University, he has taught in the New York City public schools and at the City University of New York. Since 1978, he has been Senior Professor of Art Education at the University of Kentucky and has served as Area Head and Director of Graduate Studies.

​

He has published fifteen books, among the most recent From Home Art to School Art, Video Art for the Classroom, A Retrospective 1973-2003: Essays for Art Teachers, From Play to Art, The Art of Teaching Art (also published in a Chinese edition), and Encouraging Creativity in Art Lessons. Dr. Székely 's latest art education book is called, Teaching to Support Children's Artistic Independence, published by Rutledge International. He has released a series of his art work collections in print that can be found by visiting his Blurb bookstore.

Visit the National Association of Play and Art founded by George and Ilona Szekely.

Contact Form

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Artist Artist Teacher Play & Art Innovator Bio Dr. Székely is a frequently invited guest speaker at national/state/province-level art education meetings in the United States and Canada. A prolific painter, he has had twenty-six one-person shows in New York and throughout the United States and Europe.

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George Szekely started the study of play and art and has been writing about it since 1975. As creative players students can prepare for art classes with materials and ideas and transform open ended objects by self-prescribed investigation. Play is part of a life-long artistic behavior.

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George Szekely started the study of play and art and has been writing about it since 1975. As creative players students can prepare for art classes with materials and ideas and transform open ended...

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Teaching art or teaching to think like an artist? | Cindy Foley | TEDxColumbus

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Roni is a Nationally Board Certified teacher in early and middle school art. She teaches in Santa Fe, New Mexico at El Dorado Community School K-8. A 2016 New Mexico Golden Apple Fellow Roni has been honoredwith the 2015 New Mexico Middle School Art Educator of the Year and the 2011 New Mexico Art Educator of the Year. Roni developed the mentorship program for Visual Arts Educators within the Santa Fe Public Schools. A former faculty member at Massachusetts Art and Design for Teaching for Artistic Behavior,THE TAB Institute. Advocating for student voice and agency, Roni is also a designer passionate about collaboration and social justice within her own work and that of her students. As an educational consultant, she creates and collaborates on professional development for the New Mexico Museums, Meow Wolf, and others. She has worked with both the Lincoln Center and Kennedy Center pedagogies in Arts Integration in her state. Roni presents locally and nationally on topics of TAB, Teaching for Artistic Behavior and choice-based education, Design Thinking, Safe Spaces and Creating Community through the Arts. Roni was the 2020 keynote speaker for Colorado TAB. Her ENVISION work is highlighted in Studio Thinking from the Start, the k-8 Art Educator's Handbook by Hogan, Hetland, Jaquith and Winner. She is published in both ScholasticArts and SchoolArts Magazine. Her professional development includes different modalities in art, specializing in integrating TAB and Choice with your district's pedagogy .

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Unlock creativity and inspire excellence in art education. Explore innovative ideas and access professional development for teachers at our empowering platform.

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The Macomb Intermediate School District in partnership with the MISTEM Network has been working with Little Inventors since early 2021 to deliver exciting creative opportunities for young people in Macomb County.

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

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Science Buddies- STEM Projects and Challenges

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Science Buddies- STEM Projects and Challenges

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Science Fair Project Ideas, Answers, & Tools

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Free Topic Selection Wizard, science fair project ideas, step by step how to do a science fair project, Ask an Expert discussion board, and science fair tips for success.